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The impact of learning communities on the retention and academic integration of Latino students at a highly selective private four-year institution

THE IMPACT OF LEARNING COMMUNITIES ON THE RETENTION AND
ACADEMIC INTEGRATION OF LATINO STUDENTS AT A HIGHLY
SELECTIVE PRIVATE FOUR-YEAR INSTITUTION
by
Carlos C. Cervantes
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Carlos C. Cervantes

This study' s objective was to determine the impact of learning communities on the retention and academic integration of first-year Latino students at a highly selective, private research university in an urban area. Learning communities are institutionally-based programs that combine academic and social integration features that have been associated with student retention. A total number of 68 students were surveyed using the Noel-Levitz Student Satisfaction Inventory (SSI). Of the total number surveyed, 52 students participated in focus group interviews. A total of 16 students participated in in-depth individual interviews. Results indicated that academic integration of residential and non-residential learning communities had an insignificant impact on students retention beyond their first year. The social integration features of the residential learning communities had a more moderate impact on their decisions to persist. The social integration features of the non-residential learning communities had no significant impact on their persistence. The majority of interviewees would have persisted to their sophomore year despite learning communities. However, most students indicated that their positive social experiences facilitated their decisions to return for their sophomore year. Most students indicated they would have persisted because of the friendships they formed with other Latino students, the social support they received, and the motivation to meet family expectations and to challenge societal stigmas. Survey results suggested the majority of students were slightly more satisfied with their college experiences in nine out of twelve SSI scales compared to a national population of Latino students.

THE IMPACT OF LEARNING COMMUNITIES ON THE RETENTION AND
ACADEMIC INTEGRATION OF LATINO STUDENTS AT A HIGHLY
SELECTIVE PRIVATE FOUR-YEAR INSTITUTION
by
Carlos C. Cervantes
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Carlos C. Cervantes